Mitigation of Cognitive Bias with a Serious Game: Two Experiments Testing Feedback Timing and Source

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Issue Date
2017Author
Dunbar, Norah E.
Jensen, Matthew L.
Miller, Claude H.
Bessarabova, Elena
Lee, Yu-Hao
Wilson, Scott N.
Elizondo, Javier
Adame, Bradley J.
Valacich, Joseph
Straub, Sara
Burgoon, Judee K.
Piercy, Cameron W.
Wilson, David
King, Shawn
Vincent, Cindy
Schuetzler, Ryan M.
Publisher
IGI Global
Type
Article
Article Version
Scholarly/refereed, publisher version
Rights
Copyright © 2017, IGI Global.
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Show full item recordAbstract
One of the benefits of using digital games for education is that games can provide feedback for learners to assess their situation and correct their mistakes. We conducted two studies to examine the effectiveness of different feedback design (timing, duration, repeats, and feedback source) in a serious game designed to teach learners about cognitive biases. We also compared the digital game-based learning condition to a professional training video. Overall, the digital game was significantly more effective than the video condition. Longer durations and repeats improve the effects on bias-mitigation. Surprisingly, there was no significant difference between just-in-time feedback and delayed feedback, and computer-generated feedback was more effective than feedback from other players.
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Citation
Dunbar, N. E., Jensen, M. L., Miller, C. H., Bessarabova, E., Lee, Y., Wilson, S. N., Elizondo, J., Adame, B. J., Valacich, J., Straub, S., Burgoon, J. K., Lane, B., Piercy, C. W., Wilson, D., King, S., Vincent, C., & Schuetzler, R. M. (2017). Mitigation of Cognitive Bias with a Serious Game: Two Experiments Testing Feedback Timing and Source. International Journal of Game-Based Learning (IJGBL), 7(4), 86-100. doi:10.4018/IJGBL.2017100105
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